Dimensions of variation in teachers’ applied mathematics problem posing

Abstract

This study suggests eight different dimensions through which products of teachers’ applied mathematics problem posing (AMPP) can be modified to achieve different pedagogical goals: authenticity, correctness, compactness, mathematical diversity, multiple data representations, answer format, generalization, and students’ agency and decision making. The dimensions were identified from a qualitative multiple-case study using variation theory as a theoretical framework. We compared items and versions of secondary teachers’ AMPP products during professional development (PD). The resulting model informs teacher educators and researchers in planning and implementing AMPP in teacher PD, can serve as a basis for an assessment model of AMPP product, and enhance teachers’ learning in task design environments.